Students' Knowledge and Perceptions of Emerging Technologies in Automotive Technology: Input for Curricular Enhancement

Abstract

This study assessed automotive technology students’ knowledge and perceptions of emerging automotive technologies and their implications for curricular enhancement. A descriptive quantitative research design using a survey approach and total enumeration was employed among 78 third-year Automotive Technology students at a state university in the northern Philippines. Data were collected through a structured questionnaire covering five domains: modern engine innovations, environmental impacts, economic impacts, ease of use, and knowledge acquisition through industry immersion. Descriptive statistics, including frequency, percentage, and weighted mean, were used. Students were slightly familiar with modern engine innovations overall (M = 2.80), with greater familiarity with electric vehicles (M = 3.10) and hybrid vehicles (M = 2.91) than with hydrogen fuel cell vehicles (M = 2.40). Their responses indicated agreement regarding knowledge of environmental impacts (M = 3.03), economic impacts (M = 3.09), and ease of use (M = 3.04). Knowledge acquisition through industry immersion received the highest overall mean (M = 3.14), with motivation to continue learning about automotive innovations rated Strongly Agree (M = 3.27). The findings indicate foundational awareness of emerging technologies but also identify comparatively weaker familiarity with hydrogen fuel cell technology and selected complex environmental and technical areas. Curricular enhancement should therefore strengthen advanced technical content, practical diagnostic exposure, faculty retooling, simulation-supported training, and structured industry partnerships.